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Organization of theatrical activities in kindergarten groups. The role of the teacher in the organization of theatrical activities

Organization of theatrical activities in kindergarten groups. The role of the teacher in the organization of theatrical activities

06.02.2019

Material Description: I bring to your attention the development of the project "Green World kindergarten". The project is aimed at forming an ecological culture, understanding the need to take care of one's health, learning to be healthy through interaction with nature. The product of the project is the "Kindergarten Green Outfit" card, created together with children. This material will be of interest preschool educators in working with preschool children.

Project "Green World of Kindergarten"

Relevance
For many centuries, humanity has been living next to amazing living creatures - trees. We are so accustomed to their neighborhood that we rarely think about how important they are for the life of people and all life on Earth. Everyone knows that trees are the lungs of the Earth, a source of oxygen in the air, and therefore a source of human health. It is important not only to know about this and be able to use the wonderful properties of trees, but it is also necessary to learn how to preserve what nature gives us.
A child already at preschool age is able to consciously understand and accept elementary information about the benefits of trees for human health and the rules of behavior in nature. But you need to take into account the fact that for young children sometimes trees are not of such interest as animals or plants, because they consider them to be inanimate creatures, and therefore of little interest. The process of cognition should be interesting both in terms of content and the methods and techniques used.
I started this serious work from the nearest green environment - from the territory of the kindergarten. As a rule, among the green spaces around the kindergarten, you can find many representatives of the flora of the area. It must also be remembered that often careless, and sometimes even cruel attitude children to nature is explained by their lack of necessary knowledge.
This project reveals the value of trees in the performance of sanitary and hygienic functions through game forms of work accessible to preschool perception. The product of the project is the Kindergarten Green Space Map.

Map of the project "Green World of Kindergarten"

Purpose: To form an understanding of the need to take care of one's health, protect it, learn to be healthy through interaction with nature. Expanding children's ideas about the benefits of trees to improve human health. Education of respect for the environment.
Project participants: children, parents, educators.
Project implementation period: May
Project type: information and creative (within the framework of theme week"The World of Trees and Bushes")
By number of participants: collective
By duration: short term

Expected results:

Pupils:
- familiar with the trees growing on the territory of the kindergarten and their functions;
- familiar with some of the healing properties of trees for human health;
- have the initial skills of "reading" the map;
- have an idea about the nature of their native city
Parents:
- active and interested project participants, focused on developing the child's need for knowledge, communication with adults and peers through joint project activities;
-know and use the healing properties of trees for the healing of children
Teachers:
- carry out innovative activities;
- raise the professional level;
- broaden their ecological horizons Tutorials:
- to form in children an idea of \u200b\u200btrees and their benefits to humans;
- give initial information about the map of the area
Developing:
- to develop cognitive interest in all living things, the desire to acquire new knowledge; curiosity, observation;
-to acquire research experience for children;
- develop motivation healthy lifestyle life.
Educational:
- educate an emotional attitude towards trees;
- educate love for nature, the desire to protect it and protect it

Stages of project implementation

1.Preparatory
2.Analytical
3.Practical
4.Presentation

Preparatory stage

Purpose: to interest the problem, to find out children's ideas about trees.
Events:
1. Targeted excursions to the trees on the territory of the kindergarten.
2. Acquaintance with the passport of kindergarten trees.
3. Consideration physical map Republic, area maps.
4. View slides of photographic materials about hometown"City, view from the sky", "Landscapes", presentations "This city is the most best city on the ground"
5. Surveillance weather events: wind, rain and their influence on the condition of trees.
6. Conversations with parents "Trees around us".
7. Compilation best recipes for the health of children through healing powers trees.
8. Conversations with children:
1. What is the difference between trees and other plants?
2. What trees grow on the territory of the kindergarten?
3. How did trees appear on the territory of the kindergarten?
4. Who plants trees in the forest?
5. What are the benefits of trees?
6. How do people take care of trees? Give examples.
7. Let's imagine that the trees suddenly disappeared. What will happen all over the earth? In our city? Near kindergarten? At your house? Will anything change in our lives? Why do trees disappear?
9. Reading children's art and educational literature on the research topic.

Analytical

1. Together with the children, think over the product of the project.
2. Draw up an action plan for the implementation of the project.
3. Material preparation: a selection of images of trees growing on the territory; children's literature about trees, artistic word, physical minutes, etc.

Practical

1.Targeted excursions around the territory of the kindergarten.
2. Conversation: "What are trees for?"
3. Compilation of the herbarium "Leaves of our trees".
4. Compilation of the "Circle of Usefulness".

5. Artistic creativity. Tree sketches.
6. Collective development of the map "Green outfit for kindergarten"
7. Cycle didactic games by map:
- "Find your tree." Purpose: to find on the map the places where this tree grows.
- "Walk in the spruce forest". Purpose: to help reach game character on the map to the spruce forest and tell about healing properties ate.
- "White-barreled beauty." Purpose: to choose the shortest route to the birch grove. Talk about the benefits of birch for humans.
"Let's protect our trees." Purpose: to come up with signs for the protection of trees.
- Delicious trees. Purpose: to find planting cherries, apple trees, bird cherry trees on the map.
- Dining room for birds. Objective: Find on the map the trees that feed the birds.
"Let's put up the signs." Purpose: to determine the main sanitary and hygienic value of each tree with an appropriate sign.
- Fragrant tree. Purpose: to find bird cherry, lilac on the map, spreading special smells during flowering.
The following trees grow on the territory of the kindergarten:
birch, ash-leaved maple, maple, bird cherry, cherry, apple tree, broad-leaved ash,
willow, mountain ash, lilac, linden, silver willow, larch.

Project product

Kindergarten Green Space Map

The territory of the kindergarten is marked on the map and the places where the trees grow are marked with the corresponding cards. This work was done with children.
Then a cycle of didactic games is held on the map.

Conclusion

The project expanded children's ideas about the trees that are next to us. He taught me to see them as living creatures that need care and protection. Preschoolers learned that many trees not only make our lives beautiful, but also help us to be healthy. Game techniques allow the teacher to interest children in such, perhaps not quite a "children's topic." And drawing up a map captivated the children so much that preschoolers themselves began to invent games with the map. preschool age such "fertile soil" that any "good seed" thrown will surely give good sprouts.
References
1. design method in activity preschool: A manual for leaders and practitioners of preschool educational institutions / Ed.-comp.: L.S. Kiseleva, T.A. Danilina, T.S. and additional - M.: ARKTI, 2005. -96 p.
2. Forests of Bashkiria / Ed. GV Popov - Bashkir book publishing house, 1980
3. Let's save the nature of Bashkortostan. Teaching aid for environmental education. /Aut. - R.S. Gaysina. - Ufa: Kitap, 2007. - 108s.

Environmental education project "We are friends of nature"
The purpose of the project: the formation of an ecological culture of older preschoolers.
Tasks:

To acquaint children with natural phenomena, with ways to preserve and restore the environment;
Develop ideas about human actions dangerous to nature;
To cultivate a caring attitude towards nature, environmental behavior.

Preliminary work: observations in nature, looking at illustrations, reading fiction, memorization of poems, conversations, didactic, mobile, finger games, physical minutes.
Project participants: children, teachers, parents.
Project implementation period - long-term -1 month
Project progress:
1. Statement of the problem, entry into the game situation.
Children receive a letter from the forest - the Old Man-Lesovichok invites to visit.
2. Discussion of the problem, acceptance of the task.
Educator: Children, we received a letter from the forest. The envelope says “For older children. “Dear guys, your friend, Lesovichok, is writing to you. You came to visit me in autumn, I saw you in winter and spring .. And now I invite you to my summer forest glades! You will see what changes have taken place in summer in nature, and in the life of the inhabitants of the forest. I am sending you clues to help you get to the forest and orient yourself. Your friend Lesovichok!
Q. Are you ready to travel?
3.Step by step problem solving:
I week: Summer is red.
Conversation on the topic "Helping nature"
Purpose: to form knowledge about a variety of different types activities of preschoolers to protect nature, cause a desire to take care of nature, give an orientation to the implementation of measures to protect nature.
Compilation of stories based on a series of pictures "Masha and Misha in the forest."
Purpose: to consolidate knowledge about the behavior of people in the forest.
Mystery day.
Purpose: Activation of the mental activity of children, deepening environmental knowledge, education humane attitude to nature.
Riddle drawings
Plasticine riddles.
Board game "Seasons"
Purpose: to teach to distinguish the signs of the seasons, to show on a visual model the reason for the change of seasons, to develop the ability to establish causal investigative links, cultivate a culture of experimental work.
Video tutorials "Earth is our planet." Reading O. Sekor "What is day and night"
Holiday: "Hello mother nature"
Target: give an idea of what human actions can harm nature, cultivate respect for plants and animals.
Participants - children, parents, musicians. leader, teachers.
II week. Alone with nature.
Observations in nature "Nature has no bad weather"
Purpose: to teach to see beauty, to distinguish characteristics summer, recognize them in literary texts, to form ideas about the Sun as a source of heat and light necessary for all living things; to consolidate the ability to determine the direction of the wind.
Holiday of the Sun - the sun from paper plates
Sand Festival.
Purpose: to show children that sand consists of individual grains of sand, they are small and hard, uneven; to give an idea that grains of sand are tiny pebbles, they are formed from friction, that wet sand cannot be poured in a stream from the palm of your hand, but it can take any shape until it dries, sand passes water.
Sand buildings. "Sand City"
Competition "Sand City"
Experimental work on a walk. Water and sand.
Word and logic game "Find out, name, explain" - animals, birds, insects of the forest.
III week:
Flower Day:
Purpose: education of diligence, care for plants, aesthetic taste.
Weeding and watering flowers in flower beds;
Conversation "What flowers are needed for";
Reading thin. Literature, riddles about flowers.
Literary and flower quiz;
Drawing up diagrams of the structure of a flower;
Joint exhibition of summer bouquets "Forest Bouquet" with parents.
Medicinal plants.
goal: to introduce the benefits of certain plants and flowers.
Video "Plants are our friends and helpers"
The magical power of water.
Ecological entertainment "Visiting Vodyany" - participants - children, parents, educators.
Our friends are insects.
Conversation "Insects and Flowers"
V. Bianchi "The Adventures of Ants" - a game - dramatization.
IV week: Week of health.
Talk about tasty and healthy food.
Purpose: To give an idea that a person needs proper, healthy food, pure water, Fresh air.
Consultation for parents "Hardening a preschooler. Types of hardening.
Physical culture leisure "In healthy body- a healthy mind" - to consolidate the concept of the need to strengthen health.
Open lesson "Visiting Aibolit" - consolidation of knowledge about caring attitude to nature and its inhabitants.
Excursion to the forest. Watching nature change in summer. "Let's help Lesovich to put things in order" - cleaning a forest clearing from garbage. Thank you for the invitation to the forest. Reading poems about the forest.
4. Presentation.
Production of a photo exhibition "Nature is our wealth".
Exhibition of drawings "Nature and us".

Preview:

Environmental Education Project in senior group on the topic: "Be a friend to nature!"

1. Project concept

1.1. Relevance.

The region's economy is in need of introducing the latest environmental technologies. The effectiveness of environmental protection measures largely depends on the ecological culture of the population, this is especially true for the younger generation.

The formation of ecological consciousness, ecological culture of the worldview of the individual as a whole should become the primary task of environmental education and upbringing.

When children are introduced to nature, opportunities for aesthetic, patriotic, moral education. Communication with nature enriches the spiritual sphere of a person, contributes to the formation positive qualities. Conducting our own research and observations allows us to generalize, analyze and promote environmentally literate, safe for nature and our own health behavior.

With this work, I wanted to draw attention to such a problem as the development of children's need for knowledge of nature, flora, increasing the environmental awareness of the children's population, which exists in any industrial city, fostering industriousness, curiosity, the desire to constantly discover something new, explore and experiment.

1.2. Target.

To form ecological upbringing of preschoolers, to intensify the mental and search activity of children. Create conditions that reveal the intellectual and creative potential of preschoolers, focused on environmental education.

1.3. Tasks.

Instill love for native nature, lead to an understanding of her fragile beauty, form a careful attitude towards her;

Cultivate love for the Motherland, broaden horizons by passing on knowledge about history, sights and ecology native land;

Introduce children to the rules of behavior in nature, clarify environmental prohibitions;

Learn to see the beauty of nature;

Learn to compare, analyze, establish the simplest, cause-and-effect relationships, make generalizations, classify on two grounds;

Develop the ability to coherently and consistently compose a story according to a mnemonic diagram, enrich vocabulary;

Develop logical thinking, attention, memory;

Raise the desire to protect nature, love for the native land;

Learn to work in a team, consolidate the ability to carry out mutual verification.

1.4. Forms and methods of work:

Lessons;

Productive activities - experimentation, drawing, modeling, applique, experiments, manual labor;

Reading fiction;

Theatrical activities and holidays;

Observations in the corner of nature and on a walk;

Organization of labor in a corner of nature, on the site, in the garden;

Games;

Different forms of conversations;

Work with the calendar of nature, the diary of observation, the journal of experiments;

Creation family album"A corner dear to the heart";

Selection of poems, riddles, proverbs, sayings;

Interaction with family;

Examination of reproductions of paintings, illustrations, photographs, albums;

Thematic exhibitions.

Development of speech;

Development of logical thinking;

Development communicative qualities in children;

Generalization of ideas about nature;

Awakening imagination and fantasy;

Awakening interest in nature.

1.6. The target audience

– senior preparatory groups, preschoolers.

1.7. Project execution period

- long term.

1.8. Predicted result:

Creation necessary conditions for organization activities of the preschool educational institution on environmental education;

The formation of children's readiness to independently solve problems of ecological significance in different situations;

Diagnostics, where children will show their knowledge;

The ability to express personal opinion, analyze, vividly respond to what is happening, provide all possible assistance;

Mastering knowledge about the ecology of the native land;

Expanding the knowledge of children with the rules of behavior in nature;

Formation on the basis of spiritual, ecological, moral and personal attitude to reality.

2. Project planning

1st stage - preparatory

1. Drawing up a plan for the implementation of the project. Educator, teacher.

2. Development of system cobwebs: " environmental education”, “The direction of environmental work with children”. Educator.

3. Creation and design of an ecological trail. Educator, teacher, children.

4. Pick up and arrange a folder of observations on a walk, an album "Experiments", folklore material "Phenomena of nature", "Environmental elements". Educator, parents.

5. Pick up prohibitory signs in dealing with nature, schemes to help children tell stories. Educator.

6. Design the album "Rules of behavior in nature." Educator, parents.

7. Parent meeting "Raising children through nature." Educator, parents, teacher.

8. Labor activity: watering the flower garden and garden, cleaning the site, helping the janitor, collecting and drying seeds, leaves, flowers, inflorescences, herbs, roots for decorating a herbarium and crafts. Educator, parents, children.

9. Pick up fiction for reading, retelling, memorizing, painting. Educator.

10. Carry out the 1st stage of diagnostics. Educator.

2nd stage - active

Conversations:

1. “A sad time! Eyes of charm. "- to consolidate the idea of children about the golden period of autumn. Educator, children.

2. "River, river, river" - the formation of the concept of the emergence of the river, its origins. Educator, children.

3. "A plant as a living being" - to form in children an idea of the adaptability of plants to their environment, to the seasons of the year. Educator, children.

4. "Conversation about snow" - establish the dependence of the state of snow on air temperature. Educator, children.

5. “How many interesting things happen in winter” - to form a generalized idea of \u200b\u200bwinter in children. Educator, children.

6. "Who is a person" - to clarify the ideas of children in comparison with animals and flora. Educator, children.

Directly educational activities:

1. "Our land" - to form initial ideas about the creation of the world, to acquaint with the history of the appearance of the globe. Educator, children.

2. "Plants are the lungs of the Earth" - an idea of the meaning of plants. Educator, children.

3. "Properties of air" - to consolidate children's ideas about the role of air through experiments. Educator, children.

4. "Journey to autumn forest»- generalize children's knowledge about autumn. Educator, children.

5. "Sorceress water" - continue to acquaint children with the properties of water. Educator, children.

6. " fun trip»- consolidate knowledge about the adaptability of living nature to changes in inanimate nature. Educator, children.

7. "Feed the birds in winter" - to form in children a generalized idea of \u200b\u200bwintering birds. Educator, children.

8. "Winter is full of silver" - summarize the children's ideas about winter, the characteristic features of the winter months. Educator, children.

9. "The land is ours common Home» - to show the Earth as a common home for all people and all living beings. Educator, children.

Creative works:

1. Drawing "Gifts of Autumn" - to consolidate the ability to convey the shape and color of vegetables and fruits in the drawing. Educator, children.

2. Application "Magic leaves" - learn to make a pattern from dry leaves. Educator, children.

3. Drawing "Nature has no bad weather" - to teach children the ability to reflect the signs of autumn in the drawing. Educator, children.

4. Drawing "Sprig of spruce" - to improve the technique of drawing from life. Educator, children.

5. Drawing "We are walking" - continue to acquaint children with the winter landscape, convey in the drawing a person in motion. Educator, children.

6. Drawing "Snowflakes" - teach children to draw a pattern on paper. Educator, children.

7. Participation in regional competition creative works"The nature of the native land through the eyes of a child." Educator, children.

Entertainment:

1. “Love nature! » - ecological fairy tale- Teach children to observe nature and protect it. Educator, children, music director.

2. "Autumn" - a holiday - to form children's ideas about autumn natural phenomena. Educator, children, music director, staff.

3. “Do you know the forest? » - to expand knowledge about nature. Educator, children, music director.

4. "Nature has no bad weather" - a musical and educational activity - to expand knowledge about natural phenomena. Educator, children, music director.

Scheduled observations. Educator, children.

Experiences in evening time. Educator, children.

Games at the request of children, in their free time. Educator, children.

Working with parents

1. Designing parental corners by seasons and months (folders-sliders) .. Educator, parents.

2. Design of parental corners on environmental topics:

- "The importance of nature in people's lives"

How to instill in children a love for nature? »

- "The influence of the environment on the development of children"

Educator, parents.

3. parent meetings:

- "The development of curiosity by means of nature."

- Ecological education in the family.

Educator, parents.

3rd stage - final

1. "Let's save nature" - a musical and literary composition - to form environmental beliefs in children, ecological culture. Educator, children, music director.

2. Design of the album "A corner dear to my heart". Educator, children, parents.

3. The final stage diagnostics. Educator, children.

3. During the implementation of this project, the following conclusions were obtained:

The expected results were confirmed:

In children:

1. Formed deep knowledge that the exclusion of one living or inanimate element from the natural chain can lead to the extinction of species, destruction and cataclysms.

2. Formed initial natural history, environmental knowledge, the ability to empathize with troubles (through the perception of negative human activity).

3. The initial skills of environmentally literate and safe behavior in nature and at home.

4. We got acquainted with prohibiting and permitting environmental signs.

5. The prospects for the development of search and cognitive activity of children have expanded.

6. The responsible attitude of children to environment and to your health.

7. Children have learned to competently protect nature and fight for its preservation through practical social activities.

8. Children have a pronounced interest in objects and natural phenomena. They learned to distinguish between living nature (plants, animals, fungi, humans) and inanimate nature (air, soil, water). The children learned the peculiarities of the nature of their native land.

9. The children developed a desire to study objects of nature, they learned to draw conclusions, establish cause-and-effect relationships.

10. Children confidently distinguish and name the characteristic features of different seasons. Can explain the reasons for the change of seasons.

11. Learned the importance of water in the life of all living objects of nature and its properties.

12. Learned the importance of air in the life of living objects of nature.

13. Explore the earth, soil varieties, their properties and significance.

14. We learned a lot of interesting things about the life of plants (trees, shrubs, herbs, plants of forests, meadows, fields and gardens, houseplants, experimentally explore the conditions necessary for plant growth; learn how to properly care for plants in a corner of nature, in a kindergarten flower garden .

15. Children consolidated ideas about animals: the living conditions of domestic and wild animals and their cubs, wintering and migratory birds, insects. The children formed the idea that it is impossible to divide objects of nature into useful and harmful, and even more so, to be guided by this in their actions in relation to them.

16. Skills for caring for plants in a corner of nature have been formed.

17. Learned to observe objects of animate and inanimate nature, explain connections and chains in nature, comply with the Laws common house nature:

All living organisms have an equal right to life;

Everything in nature is interconnected;

In nature, nothing disappears anywhere, but passes from one state to another.

18. Many children have learned to conduct simple and complex experiments, to explore objects of nature, and to benefit from search activities.

19. The guys humanely treat all objects of nature and follow the rules of safety in nature in relation to themselves. Nature is also fraught with danger to human life.

20. K environmental project parents were involved. Environmental education of parents gives a big plus in the environmental education of kindergarten children.

For parents:

The level of environmental consciousness has increased;

The knowledge and skills of a holistic approach to the improvement of children by means of nature have been formed.

perspective further development project

Everything that has been achieved and created during the implementation of this project has been brought into the system and is actively used in the educational process and in Everyday life children in kindergarten. For the full implementation of the project, it is necessary to implement a number of activities that require, in turn, financial expenses. I, in turn, do not stop there and plan to continue and expand my project.

Attachment 1

Poetry:

A. S. Pushkin;

Y. Tuvim. Vegetables;

N. Minsky. Leaf fall;

S. M. Grobetsky. First snow;

N. Stachneva. Autumn gamma;

A. Tolstoy. Autumn;

A. Blinov. Last leaf;

I. Bunin. First snow;

N. Nikitin. Winter meeting;

K. Balmont. Snowflake;

N. Gribachev. Well, frosts;

A. Yashin. Feed the birds;

S. Yesenin. Powder. A blizzard sweeps. Bewitched by the invisible;

S. Marshak. This is a snow page. Winter storm. Snowstorm;

Z. Alexandrova. Goodbye winter;

A. Pleshcheev. Autumn has come;

N. Nekrasov. Before the rain

Stories:

G. Skrebitsky. Four artists. Autumn;

N. Pavlova. Travel of droplets with air. Village in winter. The most winter-hardy apple tree;

W. Bianchi. Sinichkin calendar. Month of white trails. First snow;

K. Ushinsky. Why is the forest empty? The leprosy of the old woman-winter. wind and sun;

N. Sladkov. Winter stock;

M. Prishvin. The rowan is cold. The rowans turn red;

Fairy tales:

D. Mamin-Sibiryak. Gray neck;

S. Marshak. 12 months;

P. Bazhov. Silver hoof;

V. Odoevsky. Moroz Ivanovich;

Russian national. fox-sister and grey Wolf. Frost, sun and wind. Snow Maiden;

Serbian. Why doesn't the moon have a dress?

Paintings:

Still lifes:

Van Gogh. Potato. Basket with apples.

M. Konchalovsky. Tray and vegetables.

M. Korovin. Flowers and fruits.

I. Mashkov. Still life with fruit.

M. Saryan. Autumn flowers.

Landscapes:

L. Brodsky. Fallen leaves. Forest in the winter in the snow. Autumn fog.

F. Vasiliev. Before the rain

A. Gerasimov. After the rain.

I. Grabl. Autumn day. February azure. Winter landscape.

I. Levitan. Autumn day. Autumn. Gold autumn.

V. A. Tsyplakov. Eye in winter.

A. Savrasov. Flight of birds. Winter landscape. Frost.

I. Shishkin. Pine trees illuminated by the sun.

B. Shcherbakov. Storm whirlwinds.

K. Yuon. Skiers, the end of winter.

A series of demonstration pictures. St. Petersburg "Childhood-press". "All year round".

Didactic material in pictures, edited by I. P. Nagibina. “The seasons in the city, the countryside, in nature.

Appendix 2

Corner of nature:

Experimentation;

Sand and Water Center;

Nature;

Houseplants and file cabinet for them;

Plant care equipment;

Diary and journal of observations;

nature calendar;

Collection zone (seeds, shells, stones, herbarium);

Natural material (chernozem, sand, stones);

Mini Lab:

Materials for children's experimentation (cups, sticks, test tubes, funnels, magnifiers, magnets, etc.);

Microscope;

natural material;

Library;

Cognitive literature about nature;

Animal care literature;

Selection of paintings and illustrations from the life of animals, plants, according to seasonal changes;

Audio materials.

Ecological theatre: costumes, attributes, masks for ecological performances.

Corner of the native land:

Library;

Album "Our Motherland - Tyumen Region";

Eco-Development Environment:

Board and printed games;

The tree of riddles;

Didactic games;

Art corner.

Territory of the kindergarten:

Playgrounds for organizing ecological holidays, excursions and games;

Various types of trees (poplar, spruce, birch, walnut, maple, elm, willow);

Garden, flower garden;

Various types of flowers, shrubs, vegetable crops (beets, potatoes, peas, carrots, berries (black currants, strawberries);

Funny stumps;

Playground.

Conversations:

- "It's a sad time! Eye charm. »

- "River, river, river"

- "Snow Talk"

- "The plant as a living being"

- "How many interesting things happen in winter"

- "Who is a person"

Observations:

- "Behind Seasonal Changes"

- "Behind the Spider"

- "Behind the ant"

- "For the cat"

- "Behind the flower garden"

- "For the fly"

- "For the work of adults in the garden"

- "Behind the birch"

- "For the birds in winter"

- "Behind the state of nature"

- "Behind the snowfall"

- "Behind the spruce"

- "Behind the sun"

- "Behind the Wind"

- "Behind the snow and ice"

Experiences:

Can a plant breathe?

Does a plant have respiratory organs?

Do roots need air?

Why do flowers wither in autumn?

What is in the soil?

What is under our feet?

What properties?

Where is warmer?

What's faster?

Games:

1. "Pets" - about the benefits of pets, getting to know the world and enriching knowledge about animals, their cubs, as well as about the barnyard; teach children to analyze and compare.

2. "Animals and birds" - introduces birds and animals, their appearance; with what they eat, as "speak".

3. "Collect" - introduces children to the habitat of animals, their external signs.

4. "Large and small" - fixes the names of animals and their cubs, develops attention, speech, memory.

5. "Mysterious animals" - develops visual perception, attention and imagination.

6. "In the garden, in the field, in the garden" - introduces vegetables, berries, fruits and cereals, expands vocabulary, memory, voluntary attention, figurative perception.

7. "Couples" (lotto).

8. “Fruits, leaves” - introduces children to a variety of trees, teaches them to distinguish between the corresponding leaves and fruits, and make semantic pairs.

9. “Who lives where? ”- consolidates in children knowledge about the habitat of animals, their external signs.

10. “Where does what grow? "- introduces children to the diversity of the plant world, their habitats, appearance, benefits for people and animals.

11. "Sun" - introduces children to the habitat of living beings, features appearance and adaptability to the environment, develops observation, memory, justify your choice.

12. “Who lives in the house? "- clarifies the classification of objects according to certain characteristics, introduces children to the habitat of animals, birds and fish.

13. “Collect a picture” - introduces children to the seasons, their signs and features, main signs, fixes the name of the seasons.

Working with parents:

1. A selection of information and visual material by months, seasons.

2. Design of material on environmental topics.

3. Parent meetings on environmental topics.

4. Seasonal exhibitions of children's works with their parents.

Bibliography

1. Anikina V. P. " living water» - oral folk art// "Children's Literature", 1975.

2. Vinogradova N. F. "Our Motherland" // "Enlightenment", 1984.

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Environmental project

in the senior group

"Be nature's friend!"

Project passport

Project theme : "Be nature's friend!"

Type of project: information and creative.

Members: children 5-6 years old

Project implementation period: 2 months.

Problem: Why is it necessary to protect and love wildlife?

Objective of the project: familiarization with the diversity of wildlife and the formation of a consciously correct attitude towards representatives of the flora and fauna.

Tasks:

1) to consolidate and expand the knowledge of children about the protection of the nature of their native land;

2) develop team cohesion, logical thinking, ingenuity, in the process of gaming activities;

3) to cultivate love for the beautiful, the beauty of the surrounding world.

Expected results of the project:

Children understand the need for a careful and caring attitude to nature, based on its moral, aesthetic and practical value for a person.
Mastering the norms of behavior in the natural environment and observing them in practical activities.

PROJECT STAGES:

Stage 1 - preparatory

(Problem Identification)

Stage 2 - main

(Organization of joint work of children and the teacher on the project)

Stage 3 - final

(Summarizing)

PROJECT IMPLEMENTATION:

Directly - organized activity:

GCD No. 1 "Animal Kingdom" Attachment 1

GCD No. 2 "The Kingdom of Plants" Appendix 2

Purpose: to bring children to the understanding that in nature there is an amazing kingdom - the world of plants; introduce and justify the classification of plants as wild and cultivated (according to relationships with humans).

Joint activities for xartistic creativity "Be a friend to nature!"(drawing with children "prohibiting signs" of human behavior in nature) Appendix 3.

Reading fiction after sleep.

Riddles about plants and animals. Appendix 4
Proverbs, sayings about plants and animals. Appendix 5
Reading: story "A walk in the forest" by T. A. Shorygin,poem by B. Zakhoder “About everyone in the world”, story “Girls in the Forest” according to V.A. Sukhomlinsky. Appendix 6
Didactic games. Annex 7
Physical education minutes. Appendix 8
Project presentation - Exhibition of children's works "Be attentive and careful to nature!"

Attachment 1

Directly educational activity "Animal Kingdom"

Purpose: to bring children to the understanding that in nature there is an amazing world of animals; introduce and justify the classification of animals into wild and domestic (according to relationships with humans).

Lesson progress:

Educator: children, during the year we got acquainted with many fairy tales, visited many kingdoms - states; and, today, we will get acquainted with an amazing kingdom.

Let's close our eyes and fast forward to magical land- the animal kingdom: here we see a squirrel jumping from twig to twig, and here a duck, waddling from side to side, leads its ducklings to bathe, a mole digs the ground, a red fox lurks - it is hunting for someone, a bear - the clubfoot woke up from hibernation and sucks his paw, hares play leapfrog.

Suddenly, an evil sorceress flew in and bewitched the whole kingdom, but one bunny ran away and asks you to help the inhabitants of this country. Can we help?

Children's answers: yes, we will help!

Educator: the evil sorceress broke the arrows. The trouble happened - a magic clock on which you must correctly indicate what time of year it is. The inhabitants do not know what season it is now: either it will snow, or it will rain, or it will be unbearable heat, or the leaves will begin to fall. Toli the bear goes to sleep, toli the birds make nests or fly south, toli the squirrels and hedgehogs store food for the winter. Let's answer this question.

The teacher distributes circles to the children, which are divided into 4 parts, each covered with different colored paper (white - winter, yellow - autumn, green - spring, red - summer).

Educator: You have completed the first task. Well done. Children, what time of year is it now?

Children's answers: Spring.

Educator: And now we will play the game "Confusion". Among animals, there are those that live with man, and there are those that should not live with him. Here the evil sorceress mixed up everything, and they got lost and ask us to help them find their houses. (The teacher puts in front of each child: a house, trees, an ice floe).

Educator: children, but the animals that live with man, what do we call them?

Children's answers: home.

Educator: What about animals that don't live with humans?

Children's answers: wild.

Physical education "Three bears".

Three bears walked home (children walk in place waddling)

Dad was big-big (raise hands above head)

Mom is with him shorter(hands at chest level)

And the son is just a baby, he was small (squat)

Walked with rattles

Ding, ding, ding, ding. (Children imitate the game with rattles).

It is carried out 2-3 times.

Educator: imagine, what if our cow strayed from the herd and did not return home to her mistress in the evening. She, along with her neighbors, searched for her, but could only find her on the third day. The cow was hurt, scared.

What do you think could have happened to the cow if its owner had not found it? Could she survive in the forest alone without a man.

Children's answers: no, I couldn't survive.

Educator: The hunter found a wolf hole, and in it he saw little wolf cubs. He brought one of them home while the wolf cub was small, the children played with him, and when he grew up, the owner was afraid for himself and his children and decided to let the wolf go into the forest. What do you think will happen to a human-raised wolf when it is back in the forest? Did the hunter do the right thing? What did he do wrong and why?

Children's answers: no, they could not survive in the forest.

Educator: right, animals that are born in nature (for example, in the forest) and grow in it - they do not need a person. They exist according to their own rules and laws. And if a person interferes in their life, then trouble can happen - the animal dies. That is why we have settled wild animals in the forest, and domestic animals in the house.

Educator: children, but the evil sorceress did this. Animals that live in hot countries came to the North, and animals from the North - to the rainforest. We need to help the animals return to their homes.

If a polar bear wants to settle in a hot country, can he survive there? Why not?

Children's answers: he will overheat - he has too warm skin and a large layer subcutaneous fat. He will not be able to hunt - he will be visible from everywhere and there are no animals in the shroud that he hunts.

Educator: and if the lion wants to settle in the North, can he survive there?

Children's answers: he will freeze - his skin is not adapted to frost. The lion will not be able to hunt - he is visible in the white snow.

Educator: what about a zebra? And the elephant?

Children's answers: no.

Educator: children, but the evil sorceress has bewitched some animals and they need to be disenchanted. Take the cut pictures that lie in front of you. You need to connect them and see what kind of animals are in front of you, and name them. (Animals puzzles lie in front of the children, you need to collect them).

Educator: Well done, everyone did a great job. We helped the animal kingdom, but the bunny can't come back. Before us is a bridge, the sorceress has bewitched it. It is necessary to disenchant every log.

Listen carefully, answer the questions correctly, then we will help the bunny and disenchant the logs.

1. How many times a year does a bunny change color? (2)

2. Is a pike a bird? (Not).

3. Big fish with whiskers? (catfish).

4. Which bird does not hatch its chicks? (Cuckoo).

The smallest butterfly that ruins clothes in the house? (Mol).

6. Home of ants? (Anthill).

7. Shaggy honey lovers? (The Bears).

8. Who carries their cubs in a bag? (Kangaroo).

9. Small flying "bloodsuckers" (Mosquitoes).

10. Explain the name "Red Book"?

Educator: Well done! All the logs were correctly disenchanted, because they answered all the questions correctly. Children, but the bunny is afraid to go across the bridge. Let's find out who he's afraid of.

The teacher reads the poem:

I'm afraid. I'm afraid

wolf and cuckoo.

I'm afraid, I'm afraid

toads and frogs.

Look how they tremble

ears on top.

I'm afraid, I'm afraid

ants and flies

and snake, and hedgehog,

and siskin, and swift.

Educator: What animal is the bunny afraid of?

Children's answers: wolf, hedgehog.

Educator: what kind of birds?

Children's answers: cuckoo, swift, siskin.

Educator: what insects?

Children's answers: toad, frog, fly, ant, snake.

Educator: well done. Bunny, run, don't be afraid of anyone, we drove everyone away, run to the animal kingdom, where we helped all its inhabitants, Here our journey to the animal kingdom ends, let's close our eyes, turn around - and here we are again with you in the group.

Appendix 2

Directly educational activity "Kingdom of Plants"

Goal: Through cognitive activity children to bring children to the understanding that in nature there is an amazing world of plants; introduce and substantiate the classification of plants into wild and cultivated, give the concept of fertile soil, seeds, seedlings.

Enrich children's vocabulary, develop coherent speech.

Cultivate love for nature.

Lesson progress

1. Finger gymnastics "Hello, golden sun."

2. Statement of the topic and tasks:

Educator: guys, today we will get acquainted with the "Kingdom of Plants". Do you want to go on a trip and visit the "Kingdom of Plants"?

But what is a plant? Is it a living being or not? (children’s discussion, to bring to the understanding that plants are living beings, they are very different: from tiny algae to huge trees. In addition, plants differ from animals in that they themselves “make” their own food from air and sunlight).

Where do plants live?

Children's answers: in the forest, in the fields, in the ponds.

Bring to the understanding that there are a lot of plant species on Earth, and they are literally everywhere: in fields and forests, in mountains and deserts. In addition to air, plants need sunlight and water, so they do not live in places where it is very dark and dry).

Guys, try to imagine that all plants have disappeared from our lives, an entire kingdom-state has disappeared: trees, bushes, herbs, and flowers ... What will happen? (children's discussion, to bring to an understanding that it will become not only empty and unattractive without plants, but you and I will not be able to live. And why?

Children's answers: because there will be no oxygen and we will not be able to breathe.

Educator: since plants produce oxygen, and the more forests, gardens, fields, meadows on Earth, the cleaner and richer in oxygen the air is, the easier it is for a person and all animals to breathe. This is one of the reasons why every bush, every blade of grass, wherever they grow, must be protected.

What do plants need for normal growth and development?

Children's answers: water, air, sunlight.

Educator: But not only that, but what else?

Children's answers: still need fertile soil-soil.

Educator: but the soil is different everywhere. Where it is fertile, that is, rich in nutrients, healthy plants grow there, but on a poor, meager one, stunted, weak ones!

Next, remember how to plant seeds on the beds, how to care for the sprouts (water, loosen, hill, remove weeds), and until the harvest is harvested, people take care of the planted plants. Bring children to the understanding that plants that live only with human participation are called cultural plants.

Picture display:

Educator:"Where does this plant grow?"

Children's answers: in the garden, in the garden, in the field, indoor plant, on the flowerbed.

Physical education "Leaves"

We are autumn leaves

We are sitting on branches.

(sit down)

The wind blew - flew

We flew, we flew

(easy running around)

And they sat quietly on the ground.

(sit down)

The wind came up again

And lifted all the leaves.

(easy running around)

Twirled, flew

And they sat quietly on the ground.

(sit down)

Now think and tell me, are all the plants of the meadow, garden, field cared for by a person? (discussion of children)

Yes, of course, some plants grow with the help of a person, while others themselves call them wild growing . Mother Nature helps them survive. The wind carries the seeds, and when they fall into favorable soil, they germinate, grow and become trees to the blue sky, flowers that argue with their beauty with butterflies, silky grass.

Display of wild flowers (these flowers without human intervention, that is, they themselves grew in meadows, fields, forests).

Who knows what these berries are called?

Children's answers: cranberries, blueberries, raspberries, strawberries.

Educator: and who planted them?

Children's answers: grew up on their own

Educator: Yes, they also grew up on their own and are called ... (wild).

And people come to the forest: to relax, gain strength, pick mushrooms, berries.

Wild plants live according to their own laws - they do not need human help at all. They adapt themselves to the conditions of the wild nature.

And now we will solve difficult problems. Answer the questions:

What does a plant need to grow well?

Children's answers: light, moisture, fertile soil.

How long will a plant live if it sprouted on infertile soil?

Children's answers: no.

Educator: can we help such plants? How?

Children's answers: transplant into fertile soil.

3) The game "Wild and cultivated plants"

I will name a wild-growing plant-silence, a cultivated plant-cotton.

Final part.

Today we learned that in the "Kingdom of Plants" there are wild and cultivated plants. In front of you are inverted pictures depicting wild and cultivated plants. You need to carefully consider them and determine what kind of plant it is, where it grows, in the forest or in the garden, I’ll see if you have learned to distinguish between wild and cultivated plants in the amazing “Kingdom of Plants” (Children look, identify, fit and insert their cards 2-4 children ask why they put it here).

Outcome: What plants live in our "Plant Kingdom"?

Annex 3

Artistic creativity "Be a friend to nature!"

( drawing with children "prohibiting signs" of human behavior in nature)

Guys, today a blue bream flew to me from the forest and said that there was a mess in the forest. Dunno came to visit us in the forest and does not know how to behave in the forest. He ruins anthills, catches butterflies, listens to loud music, does not look under his feet, he made himself a slingshot. Let's draw pictures and show Dunno what not to do in the forest.

Appendix 4

The poem "About everyone in the world"

Everything - everything, everything in the world,

Needed in the world

And midges are no less needed than elephants.

You can't do without absurd monsters

And even without predators, evil and ferocious

Everything in the world is needed!

Need everyone - who makes honey

And who does bad things

A cat without a mouse, a mouse without a cat,

Not the best things!

And, if we are not very friendly with someone,

We still really need each other.

And if anyone seems superfluous to us,

That, of course, will be a mistake!

Everything - everything, everything in the world, in the world is needed.

And all children should remember this.

B. Zakhoder

The story "Girls in the forest"

Olya and Lida went to the forest. After a tiring journey, they sat down on the grass to rest and have lunch. They took out bread and butter, an egg from the paper. When the girls had already finished dinner, a nightingale sang not far from them. Fascinated by the beautiful song, Olya and Lida sat, afraid to move. The nightingale stopped singing. Olya collected the rest of the food, paper and threw them under the bush. Lida wrapped in paper eggshell and put it in the bag.

Why are you taking your trash with you? - Olya asked. - Throw it under the bush. After all, we are in the forest. Nobody will see. Lida quietly answered her friend: ______________________________

(According to V.A. Sukhomlinsky)

Question to the children: What do you think, Lida answered and why?

The story of T. A. Shorygin "A walk in the forest"

Angelina the bear lived in a dense forest, and she had two cubs: her son Pasha and her daughter Dasha.

Once a mother bear went for a walk with the kids through the forest. The cubs happily ran after their mother. Everything interested and amused them.

Right in front of Pasha's nose, a small gray bird with a pink breast fluttered up and chirped merrily, greeting the kids.

A large bumblebee in a striped velvet vest perched on a forest geranium flower, and the flower bent slightly under the weight of the bumblebee.

Pasha immediately broke a branch and swung it at a bumblebee. He wanted to see how it, with an indignant roar, would fly off the flower.

What did Pasha do wrong?

Bear Angelina stopped her son:

Pasha! Why did you break the hazel branch? Firstly, the hazel is alive, and it hurts, as it hurts you. And secondly, in the fall, delicious nuts will ripen on a hazel branch, and squirrels, chipmunks, wood mice, and woodpeckers will feast on them. Yes, you yourself will be happy to eat sweet nuts!

I wanted to drive the bumblebee away. Why did he sit on a flower? Might break it!

Do you think a bumblebee can break a flower?

A bumblebee won't break a flower! Angelina objected. - He flew to him for a drop of sweet nectar. Believe me, son, the flower is very happy with the bumblebee, treats him with honey juice, and for this the bumblebee pollinates the flower. There will soon be honey in the bumblebee's nest. And we bears are big lovers of honey! If you politely ask your bumblebee uncle, he will share with you a sweet fragrant honey.

Okay, - Pasha agreed, - I won’t break branches anymore and drive bumblebees from flowers, let them collect honey for themselves!

Mommy! Look what beautiful flowers! Dasha exclaimed, noticing large blue bells in the grass. - Can I pick a bouquet?

Is it possible to pick flowers in the forest?

Don't, don't tear! Let them grow, decorate the forest, treat bees and butterflies with nectar. Forest flowers love shade and moisture, and if you pick them, they will quickly wither.

Is that also a flower? - asked Dasha, seeing a butterfly, which sat motionless on a stalk.

It's a flying flower! - Pasha exclaimed in surprise, when the butterfly, spreading its wings, fluttered from the stalk.

It's not a flower, it's a butterfly! Mom explained.

Let's catch her, - Pasha suggested to his sister.

Let's! - Dasha was delighted.

Can you catch butterflies? Why?

The cubs rushed after the butterfly, but, fortunately, they could not catch it.

No need to offend butterflies and dragonflies, - Angelina shook her head. - Butterflies pollinate flowers, and dragonflies catch mosquitoes right on the fly.

What kind of heap is this? - Dasha was surprised, noticing a high anthill built from dried pine needles under a pine tree.

Now I'm going to shoot this bunch with cones! - decisively declared Pasha. Teddy bear raised pine cone and wanted to launch it into the anthill, but Angelina stopped him:

Don't do it, Pasha. This is not a pile, but an anthill! Forest red ants live in it. Would you like someone to break your house? - asked the cubs mother.

Of course not! Dasha and Pasha shouted in unison.

Then you take care of other people's houses, - said Angelina.

She showed the kids an ant that was carrying a bark beetle larva.

Ants are very useful insects. No wonder they are called friends of the forest. They destroy harmful beetles and caterpillars. Also, ants carry the seeds of many plants and spread them through the forest,” my mother explained.

A she-bear with her cubs wandered through the forest for a long time, telling the kids about forest customs, taught them to understand animals, birds, insects and take care of everyone.

Remember that the forest is ours native home. He waters us, feeds us and gives us shelter!

Although the cubs were a little tired, they liked the walk very much, and mother's lessons remembered.

Questions

Why didn't mom let the bear cub Pasha drive the bumblebee off the flower?
Why is it impossible to break branches of trees and shrubs, to pick forest and wildflowers?
Why can't you catch butterflies and dragonflies?
Why can't you destroy anthills? What are the benefits of ants?
What do you think, what other rules of behavior in the forest did the bear tell the cubs about?

Appendix 5

Riddles about plants

He grows under a snowdrift, He is a stepmother and mother,

Drinking snow water. Like a flower, this one is called

(Snowdrop) (coltsfoot)

Hiding a flower White flower

Sweet honey. sour flower

And in the name of honey lurk In the soup come in handy,

Do you recognize? His name is...?

(Lungwort) (Sour)

Grandfather is standing in a white hat, On which flower they guess

If you blow, there is no hat! Are the petals cut off?